RRL FOR RESEARCH

(1) Approaches to integrating multicultural perspectives in PNU-Mindanao:

Basis for multicultural education program
https://www.researchgate.net/profile/Rennie-Saranza/publication/312478657_Approaches_to_In
tegrating_Multicultural_Perspectives_in_PNU-Mindanao_Basis_for_Multicultural_Education_Pro
gram/links/5baf780aa6fdccd3cb7c63ce/Approaches-to-Integrating-Multicultural-Perspectives-in-
PNU-Mindanao-Basis-for-Multicultural-Education-Program.pdf
Cajetas-Saranza, R. E. N. N. I. E. (2015). Approaches to integrating multicultural perspectives in
PNU-Mindanao: Basis for multicultural education program. International Peer Reviewed Journal, 16(1),
37-55.

(2) A Critical Appraisal of Multicultural Awareness in Higher Education Institutions in the

Philippines: Towards a Framework for Equity Pedagogy
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=891ad326410105870675983
2ceead37c4482ab4c
Sarino, V. L. (2012). A Critical Appraisal of Multicultural Awareness in Higher Education Institutions in the
Philippines: Towards a Framework for Equity Pedagogy. LICEJ: Literacy Information and Computer
Education Journal, 2(2).

(3) LEARNER VARIABLES AND LANGUAGE ANXIETY IN ORAL COMMUNICATION: THE

CASE OF UNIVERSITY STUDENTS IN THE PHILIPPINES
https://core.ac.uk/download/pdf/276292835.pdf
Marcial, A. K. T. (2016). Learner variables and language anxiety in oral communication: The case of
university students in the Philippines. International Online Journal of Education and Teaching (IOJET),
3(4), 285-301.

(4) Relationship between Teacher Education Students’ Oral Communication Apprehensions

in English and Their Academic Performance
http://www.ijlll.org/vol2/69-LL0008.pdf
Juan, M. A. T., & Lasaten, R. C. S. (2016). Relationship between teacher education students’ oral
communication apprehensions in English and their academic performance. International Journal of
Languages, Literature and Linguistics, 2(2), 65-72.

(5) The Roles of English Language Education in Asian Context

https://files.eric.ed.gov/fulltext/EJ939947.pdf
Chang, .B-M. (2011). The roles of English language education in Asian context. Journal of
Pan-Pacific Association of Applied Linguistics, 15(1), 191-206.
RRL Synthesis

Title: Approaches to Integrating Multicultural Perspectives in PNU-Mindanao: Basis for

Multicultural Education Program

We cannot dispute that individuals differ everywhere and that there are several diverse
ethnicities, religions, civilizations, and cultures in today's globalized world. Living in a
multicultural society necessitates having a high level of regard and understanding for people
from other cultures. Education is one of the best ways to instill this idea. In the Philippines,
issues on diversity in educational settings have come to the forefront of educational pedagogy.
The field of teacher education, in general, has been slow in advancing and imagining teacher
education in both its theory and practice within an existing postmodern paradigm (Banks, 2008).
With the challenge and drastic change brought by these issues, according to Banks,1996
preparing higher education institutions on issues of diversity has become a major challenge.

The Philippine Normal University (PNU), a teacher education institution in Mindanao is one of
the schools in the Philippines that focuses on multicultural education. Being a Multicultural
Education Hub, PNU-Mindanao rises to the occasion and resolves to offer opportunities that will
allow all students to achieve fair educational and social achievements and successfully integrate
into the multicultural community. As a result a study was made to investigate and explore the
approaches to integrating multicultural perspectives in PNU-Mindanao. Saranza,2022
suggested an Integrated Multicultural Education Program for PNU-Mindanao based on these
findings. The formation program, curriculum development, hiring indigenous faculty, organizing
indigenous student communities, co-curricular activities, and student teaching placement
program are its six constituent parts. Results from document analysis, interview, observation,
and focus groups showed that one thing the school neglected to do was to retain an updated
ethnicity profile of its 1,224 pupils, as well as that of its 66 teachers and staff. In the student
administration and student organizations, the predominant ethnic group is underrepresented.
The teacher education program does not begin by discussing multicultural issues. It is clear that
multicultural themes have been incorporated into the curriculum, but their scope is confined to
meeting the perceived requirements of the institution's mainstream and marginalized students,
who are not specifically identified. Thus, the study showed that the University has diverse
cultural and ethnic backgrounds and the Vision, Mission, and Goals (VMG(inclusion )'s of
multicultural perspectives) reflects the school's reaction to the contemporary diversity concerns.
.
Title: A Critical Appraisal of Multicultural Awareness in Higher Education Institutions in
the Philippines: Towards a Framework for Equity Pedagogy

In order to maintain the multicultural vitality of their campuses, administrators, teachers, staff,
and students must be aware of the influx of international students into Higher Education
Institutions (HEIs) in the Philippines. In 2009, there were 2.5 million students studying outside
their own country and will rise approximately to 7 million by year 2020 (www.unesco.org). In the
Philippines, as of August, 2011, out of more than 26,000 foreign students, there are more than
17,000 enrolled in various HEI’s wherein South Koreans topped the list, numbering 11,612,
followed by 3,961 Chinese and 3,225 Iranians (http://immigration.gov.ph/). Moreover, according
to Angeles [2], foreign students in the Philippines usually enroll in the following top 10 higher
education programs: business administration, dental medicine, nursing, hotel and restaurant
management, medicine, and others. With this, the demographic makeup of Philippine higher
education has seen a significant change as a result of the increase in student mobility.

In the last two decades, universities including the University of the Philippines, De La Salle
University, Ateneo de Manila University, and St. Louis University, among others, have seen an
increase in the number of international students enrolling (Commission on Higher Education,
2009). The response of preparedness is highlighted for serious evaluation to determine whether
Philippine HEIs have policies, initiatives, and efficient oversight programs designed to ensure
and promote the greatest setting for multicultural learning that is favorable to both local and
international students.In order to address this, the study presents the results of the Sense of
Awareness on Multicultural Education Inventory and discusses how the results may affect
institutional change. In the mixed-method study, 453 respondents from five HEIs with the
highest proportion of international students participated. The research project was based on
James Banks' (2008) Foundational Elements of Multicultural Education and the Multicultural
Thinking Skills Continuum that the author had envisioned. Sarino ,2012 proposes a framework
for equitable pedagogy that include methods for supporting the development of Higher Order
Multicultural Thinking Skills as well as institutional norms intended to promote a positive
multicultural environment in HEIs in the Philippines and elsewhere. The result shows that the
unanimity of the respondents as to their lack of metacognitive sense of awareness on
multicultural education suggests a need to develop in them higher order multicultural thinking
skills (HOMTS). It is through the development of HOMTS that stakeholders of HEIs and the HEI
as a whole may achieve a competitive advantage against other HEIs accepting foreign
students.

Sense of Awareness on Multicultural Education Inventory (S. A. M. E.)

It is a concept that the researcher purported to determine whether an individual’s depth of

consciousness on the nature and tenets of multicultural education falls under cursory,
augmented, advocating, active, or metacognitive continua. The instrument was created in five
different versions to report
the degree to which stakeholders in HEIs, such as school administrators, professors, academic
support staff, local students, and international students, are aware of multicultural education.
First is the Cursory Awareness which is the potential error notions, which may have been
brought about by lack of adequate information and exposure to various cultures, may therefore
be typified as naïve, superficial, or cursory awareness.Second, Augmented Awareness which
was developed in multicultural education through exposure to the essentials of multiculturalism
and multicultural education, whether through media, books, oversea travel, and contact with
other cultures. Third, Advocating Awareness. Advocacy is a process that takes one’s
awareness, beliefs, knowledge, and acknowledgment and transforms them into a plan for
effecting change. In a multicultural context, it becomes a set of systemic interventions that
promote transformational change toward multiculturalism. Next, Operative Awareness which
pertains to advocacy in action. This is the sense of awareness where the advocacy takes form
and is realized in practice. And lastly, Metacognitive Awareness which is the highest sense of
awareness. It involves self-monitoring, self representation, and self-regulation processes that an
individual uses in ensuring that he/she lives the ideals of multicultural education and affects or
influences other people in the process.
Title: LEARNER VARIABLES AND LANGUAGE ANXIETY IN ORAL COMMUNICATION: THE
CASE OF UNIVERSITY STUDENTS IN THE PHILIPPINES

Affect in language learning has been one of the most relevant aspects explored by both
teachers and researchers of language education. Specifically, the issue of language anxiety in
the classrooms has received increasing attention (De Costa, 2015).Due to the wide variety of
learners, it is crucial to understand how certain of their traits and backgrounds are related to
how anxious they are. Learners may be uncomfortable and nervous when communicating with
other people because they feel their communication skills are not good enough to express their
thoughts, no matter how mature these thoughts are (Aydin, 2008). Yim (2014) had already
acknowledged the tendency for learners to experience anxiety in learning English, so her study
focused on finding out the best model in explaining a possible relationship between level of
anxiety and the learners’ background variables.Based on the study, the learners’ perceived level
of proficiency in English serves as the best predictor of anxiety. Krashen’s Affective Filter
hypothesis (as cited in Herrera & Murry, 2005) are also in line with what these notable studies
have presented and established. Based on both the hypothesis and the related studies, learners
of a second language whose anxiety levels are low, who are highly motivated, and who have
strong self-confidence and a good self-image are better prepared for second language learning
and may excel in their class performance. In addition, some affective variables such as
motivation, self-esteem, and anxiety level may affect how the learners fully utilize the messages
that they receive as they acquire a language (Orillos, 1997). It also assumed that gender is one
of the factors that affect language anxiety. In the study conducted by Faber (2012), female
participants reported a higher amount of worry in terms of oral narrative competencies, which
may be a crucial factor affecting their performance outcomes. However, the males felt panic
more when they had to speak in English without preparation and they felt like a different person
when speaking in English (Aida,1944).

Although Del Villar (2010) focused more on getting the learners’ perspective regarding the
possible causes of anxiety and not on the relationship between anxiety and the learners’ use of
English, the attributions revealed are promising enough to explore further. In the study, some
students noted that some may feel anxious when asked to do so in the class if they have limited
speaking and conversation experience, not just with one person but also in front of a group or
an audience. Others, on the other hand, tend to get anxious because of previous negative
experiences such as being laughed at by others, getting harsh comments from the teachers in
the presence of classmates, being the object of jokes, and other similar experiences. In this
regard, it becomes significant to explore the issue of anxiety as experienced by learners in the
language classroom (De Costa, 2015), and in this particular study, in the context of the
Philippine classroom since in this country most of the students have english are their foreign or
second language ,finding and analyzing these correlations not only reveals the kind of students
who are most likely to experience anxiety but to drive teachers in giving the best support in
assisting their students in overcoming their language learning challenges if there is a deeper
awareness of the critical elements driving foreign or second language anxiety as a whole. In an
effort to better understand the relationship between language anxiety and particular learner
traits among university students enrolled in an oral communication course at a university in the
Philippines, a study was conducted. The results of the chi square test revealed that level of
anxiety of the learners had no significant relationship with gender but had significant
relationships with their (a) self perceived competence in using English, both for general aspects
and for oral communication; (b) instances of English use outside the classroom, and (c) use of
English at home.
Title: Relationship between Teacher Education Students’ Oral Communication
Apprehensions in English and Their Academic Performance

Globalization's effects pave the ground for educational reforms that push educators to adapt
classrooms to the needs of the twenty-first century.As a result, education becomes more
globalized and two elements of this include the use of the English language and effective
communication for global participation and competitiveness. The importance of English has
been emphasized in educational reforms and initiatives so as to suitably prepare students to be
globally competitive since it is our lingua franca.. Furthermore, effective oral communication
becomes essential to extend the knowledge of the English language from its written form to
share ideas and insights to address the emerging concerns and challenges of today’s globalized
setting.

Apparently, the preparation and training of teacher education students in the college classrooms
is very crucial. Interestingly, numerous observations are shared by college professors that
teacher education students have difficulties and apprehensions in expressing themselves using
the English language during classes and even during encounters outside the classrooms.
Majority are apprehensive to communicate their ideas during recitations, while some have
anxieties in communicating during group, one-on-one and public speaking sessions. In this
context, this study identified and described the levels of oral communication apprehensions in
English of the teacher education students along four communication situations and correlated
them to their academic performance It.aimed to determine and analyze the correlation of the
levels of oral communication apprehensions (CA) in English and academic performance of the
teacher education students of Mariano Marcos State University, Laoag City, Philippines. The
Personal Report of Communication Apprehension (PRCA-24) by James McCroskey was utilized
in the study to collect the necessary data for the levels of CA. The respondents' general
weighted averages (GWAs) in topics using English as the primary language of instruction were
used as indicators of their academic performance. The results suggest that the teacher
education students' academic performance on average is rated as Very Good, and they have
average levels of oral communication apprehensions in English in the various communication
settings. Additionally in this study of Juan and Lasaten(2016), the test comparing academic
performance of students with levels of oral CA reveals that there are no significant changes in
grade averages for small group and public speaking circumstances, regardless of whether
individuals have low, average, or high CA levels in such situations. However, the results show
that people with low oral CA on the aforementioned communication scenarios have much higher
grade averages than their counterparts with average and high oral CA levels in classes, dyads,
and overall.
Title: The Roles of English Language Education in Asian Context

The English language has consistently been marketed as our universal language. The usage of
English in a variety of contexts, including business, travel, education, and international politics,
has altered how individuals interact with one another and with society. The history of the English
language in Asian countries is very important to understand the characteristics of English
language education compared with those of the countries which belong to the Inner circle. The
information of historical background for Asian Englishes is very important to set up the roles of
English language education in Asian context. So in this context, this research focuses to survey
the development of English language and define the roles of English language education in
Asian countries: Singapore, Philippine, Hong Kong, China, Malaysia, Taiwan, Japan, and Korea.
One of the countries in Asia is the Philippines, which is well-known for its large English-speaking
population. In fact, it is the third largest English-speaking country (Bolton & Bautista, 2004;
Gonzalez, 2004). English is indeed the major language in the public and personal life of Filipino
people. It is a co-official language used in various sectors including government, law and
education (Bolton & Bautista, 2004). In addition, it plays a major role in print media, films,
television, and creative writing. The implementation of the bilingual policy in 1987: the
Department of Education, Culture, and Sports announced a revised bilingual policy that
emphasized Filipino as the language of literacy and scholarly discourse and English as the
language of science and technology (Bernardo, 2004). Many Filipino students show more
favorable attitudes towards English than Filipino as they regard English as the language of
power and a tool for upward social and economic movement (Gonzalez, 2004).

This study explores the development of English and the functions of English language
instruction in Asian culture. It traces the spread of English starting in the 18th century and the
evolution of English in Asian countries through a historical analysis on English dispersal in those
nations. The development and peculiarities of English language education policy in Asian
nations are discussed in the second half of this study. According to Kachru's idea, these nations
are part of the growing circle, and in this expanding circle, English is a crucial instrument for
intercultural communication.The developmental aspects of English language education in Asian
nations are surveyed and compared in this section. The final portion focuses on the significance
of English education and its potential for growth in Asian nations. This section also focuses on
the qualities that make English a global language and highlights the significance of English as a
tool for global intercultural communication. Thus, in the Asian environment, English language
education aims to develop young people who are proficient in both English and their own
professional skills. Based on this study according to Bok-Myung,2011 English has a three roles
which are:
(1) English as a way of speeding up national development.
(2) English as a way of understanding other cultures.
(3) English as a tool for International Communication.